Call for papers: Issue 35, March-June 2026

In Mexico, knowledge of the “indigenous”, as a category imposed by the Mexican State, originates mostly in studies on the region identified as Mesoamerica (Baldauf, Kaplan, 2007; Díaz-Couder, 1998). However, we believe that Mexico’s northern region has to some degree been made invisible for social scientists. This scenario may also be applied to the field of research on indigenous education.

Mexico’s indigenous population is served educationally in different ways depending on each region’s characteristics. Particularly, northern Mexico has its own socio-economic and cultural specificities, in which native indigenous and migrant populations converge. The latter are to a large extent indigenous people from the south of Mexico, but there is also a presence of people from the Caribbean, Central America, and the United States. This multicultural makeup is reflected in the classrooms as a super-diversity and poses a number of challenges to the creation of truly intercultural spaces.

On the other hand, the recent modification of Article 2 of the Mexican Constitution creates a new scenario for the life of Mexico’s original peoples that must be explored, especially in regard to the field of education.

In this respect, the Northern Mexico Indigenous Education Research Network (RIEINM - Red de Investigación en Educación Indígena del Norte de México) calls for insights into:

1) The presence and attention to new diversities in indigenous education in the north of Mexico

2) Experiences of preservation and diffusion of the indigenous languages of autochthonous people and settlers in the north of Mexico

3) The decolonial approach to educational policy for indigenous education in the north of Mexico

4) The transcendence of Constitutional modifications for indigenous children attending school in the north of Mexico.

 

** Only texts related to this thematic axis will be received.